ANNUAL REPORT

2010

1010 Mickleham Road, Greenvale Vic 3059 www.aitkencollege.edu.au

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Contents

Overview 3 College Vision, Mission and Aims Statement 3 Governance 4 Staff 5 Staff Workforce Composition, Attendance and Retention 9 Staff Professional Learning 9 Teaching and Learning 10 Students 11 Post Secondary Destinations 11 VCE Report 12 VCAL Report 13 VET Report 14 Careers Education 15 NAPLAN Results 16 Learning Centre 18 Student Composition, Attendance and Retention 19 Student Wellbeing and Satisfaction 19 School Reports 20 Performing Arts 27 Visual Arts 28 Sport 29 LOTE 29 Parents 30 Parent Satisfaction 31 Community Engagement 32 Sustainability and Environment 33 Faith Development 34 Finance 35 ICT 36 Capital Works 36

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Overview Aitken College is a co-educational, independent Uniting Church school catering for students of all faiths and religious denominations in the northwest region of Melbourne.

Students are encouraged to develop a love of learning and we make every effort to ensure that they possess the skills, resources and motivation which will lead to a lifetime of learning. We endeavour to embrace a broad curriculum which is academically rigorous, which fosters personal, moral and spiritual awareness and understanding and which develops a breadth of life skills as well as balances essential knowledge with a choice of pathways in the final years of schooling, including VCE, VCAL and VET studies.

We particularly encourage students to develop a sense of service to others, especially to those less fortunate in the community. For this reason they are encouraged to develop community relationships where individuals will interact in such a way that it will lead to a deeper understanding of human need and a desire to actively engage in meeting that need.

All students are encouraged to examine the faith and teaching of the Christian Church in the light of their own belief system and those of others in order that they develop spiritual understanding of themselves and others. In particular they are encouraged to develop a set of values and code of ethics which is Christian based so that they will make valued contributions in the community in which they live.

The Vision, Mission and Aims statements of the College underpin the School’s philosophy and core principles.

Vision The vision for Aitken College is to develop and support a learning community of students, staff and their families in a faith partnership with the Uniting Church in Australia.

Mission Building on a foundation of Christian values, the mission of Aitken College is to enable students to become informed and compassionate members of the wider community by inspiring academic achievement and creativity, nurturing self worth, encouraging environmental responsibility and committing to service with and for others.

Aims

Aitken College will aim to:

¾ Make the Christian faith relevant through an understanding of its major teachings and by encouraging a personal faith journey.

¾ Inspire and challenge students to realise their intellectual potential and equip them for lifelong learning.

¾ Promote and develop creativity and self expression.

¾ Enable each student to realise their self worth in a safe, healthy and happy environment that responds to personal and community needs.

¾ Encourage individuals and the community to take responsibility for the environment and to act accordingly.

¾ Instil in students a sense of service and concern for the needs of others. Mrs J Crisara Principal

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Governance Aitken College Board Chair: Rev C Dickinson Deputy Chair: Rev I Smith (to May 2010) Rev J Kioa Treasurer: Mr D Whan Principal: Mrs J Crisara

Members: Ms H Ackland Mrs H Adams Mr C Brown Mr S Craven Dr L Richards Mr C Ward In attendance also: Finance Manager: Mr P Gajic Board Minute Secretary: Mrs J Cowan (to September, 2010) Mrs P Weaver (from September, 2010)

The Aitken College Board determines the Policy by which the College will operate. It identifies strategic needs and puts in place the framework to achieve the most desirable outcomes. Six Board Meetings and the Annual General Meeting were held during 2010.

Regular reviews ensure that issues of risk are well managed, financial accountabilities are met and legal obligations are fulfilled. A wide range of skills, which facilitate attention to the various responsibilities of a Board, are found in the dedicated membership of the Aitken Board.

Various responsibilities are delegated to sub-committees who undertake detailed examination of their particular area and report back to the Board. Progress reports enable the Board to be informed of each important phase.

Two major sub-committees include the Planning Committee and the Finance and Risk Management Committee.

The Planning Committee is in process of doing a major update to meet emerging needs. Rezoning requires skilful negotiation with Hume City Council and various other authorities. Rezoning of land to the north and west of Aitken has seen a flurry of development. Careful assessment of impact on access and physical assets has been given due consideration.

The Finance and Risk Management Committee has monthly meetings which are scheduled to address the variety of Financial and Risk issues that are important in ensuring compliance with various authorities.

Development of an Annual Recurrent Income and Expenditure Budget forms the foundation against which revenue and payments are measured and capital funding proposed. A narration supports the reporting of each of these areas to the Board where the detail of the particular is compared with the projections to confirm that the direction conforms to the policies and plans of the College.

All Committee recommendations are brought to the Board for ratification and implementation. This standard applies to each aspect of risk management principles and policies, strategies, processes and controls. The Board is the peak authority in each of these matters.

Each member of the Aitken College Board and its sub-committees, works in a voluntary capacity and all have supplied diligent and dedicated service during their time on the Board.

The College Community thanks each of them for their selfless and invaluable contribution.

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AITKEN COLLEGE STAFF 2010

Teaching Staff

Principal: Crisara (Mrs) Josie BSc, Grad Cert Maths, Grad Dip Ed, MSL

Deputy Principal: Forward (Mr) Kim B Sc (Hons), Grad Dip Ed, M Ed Stud

Head of Senior School: Murphy (Mr) David B Sc, Dip Ed

Head of Lower Secondary School: Bond (Mr) Shelton BA (Hons), B Ed

Head of Middle School: Davies (Miss) Sheridyn B Ed

Head of Junior School: Wyatt (Miss) Barbara B Ed (Early Childhood), Dip T, Dip Photo Journ.

Head of Preparatory School: Neophytou (Ms) Kerrie Dip Ed, B Ed, Grad Cert Early Childhd Teach, Post Grad Ed Stud, M Ed.

Adams (Mrs) Anne BA, AMusA,GradDipEd,GradDipMusTh Adams (Mr) Simon BA, GradDipEd, GradDipIR/HRMngt – Head of Faculty LOTE Aiyappan (Mr) Vincent BA, GradDipT, PostGradCertSecT Arthur (Mr) Mike BA, DipDes, DipEd, DipDesign Batch (Ms) Kerri BEd, Med – Director of Teaching & Learning Beale (Rev) Jeanne BA, BTheol, AssDipComDev(Social Sciences) - Chaplain Bernes (Mr) Luciano BEd, PostGradStudWel – Well-being Co-ordinator Brewer (Mr) Stephen BEd Brown (Miss) Julie BApp Sci, GradDipEd – House Sports Co-ordinator Calder (Ms) Debra BEd, GradCertEd(Special Ed Needs) – Director of Learning Centre Caldwell (Miss) Sarah BEd Camilleri (Mrs) Linda BEd Capraro (Ms) Laura BEd, GradDipInfoMan – Teacher Librarian Carta (Ms) Graziella BSc, GradDipEd(Sec) Clark (Mr) Matt BAppSc, GradDipEd – Year 7/8 Galway Co-ordinator Clifton (Mr) Grant BSc(Ed) – Head of Faculty - Maths Conn (Mr) Gary CertTechT, DipT(Technology) Connelly (Dr) Teresa BA, DipEd, PhD Cooper (Mr) Michael BEd, DipT Cranswick (Mr) Philip BEd, DipFineArt – Head of Faculty - Technology Craven (Mr) Steve BSc, DipEd, Med – Director of Studies Craven (Mrs) Lynne HigherDipT(Sec), PostGradDipEdStud – Educational Support Cronk (Mrs) Lydia DipT – Educational Support Teacher Danger (Mr) Lance BSc, GradDipMin, GradDipArts, GradDipEd - Chaplain Di Paola (Mrs) Michaela BEd Dixon (Mr) Luke BA, GradDipEd – Head of Faculty – Drama & Media Dowling (Mrs) Emma BEd(Hons), BT(EarlyChildhoodEd) Dridan (Mrs) Dianne BA, GradDipEd (on leave) Page | 5

Eckersley (Mrs) Vivienne BSc, DipEd – Head of Faculty Science Edmonds (Mrs) Rhonda BBus, BA, ThDip, GradDipEd – Head of Faculty - RVE Eldridge (Miss) Annette BTeach, BMus – Instrumental Music Co-ordinator Fieldew (Mrs) Judy BEd, BNurs Flynn (Mrs) Caron BEd Foxall (Mrs) Eva BCA, DipVidProd, GradDipSec Gomes (Mrs) Pamela BA(Hons), BEd Hamilton (Mr) Nigel BA(Hons), GradDipEd, GradDipCareers, Med – VET Co-ordinator Harsan (Mrs) Mona BAgSc, DipEd Harwood (Mr) Tim BA, GradDipInfoMan, GradDipEd Hatty (Ms) Kate BAppSc, GradDipEd – Life Skills Co-ordinator Heasly (Miss) Jane DipT Hester (Ms) Julie BEd(SecArt/Craft) Hewes (Miss) Alicia BSc(Hons), GradDipEd, Med – Head of House - Cameron Hilar (Mr) Kopong BAg, BA, GradDipSecEd Hill (Miss) Laura BA, DipT – Secondary Peer Support Co-ordinator Ioannidis (Miss) Nicole BA, BTeach(Prim) – Acting Peer Support Co-ordinator (Primary) Ira (Mrs) Cinzia BEd, CertTESOL Jarvis-Dymond (Mrs) Belinda BA, GradDipEd Keegan (Mr) Nigel BEd Kerr (Mrs) Mardy BEd(Lib) – Head of Faculty - Library King (Mr) Sam BA(Hons), DipEd Knight (Miss) Hannah BA(Hons), GradDipEd – Acting Head of Faculty - Indonesian Koukoullides (Miss) Christalla BA, DipEd – Shared Head of Faculty - Humanities Koullas (Ms) Maria BTeach, BA Kufner (Miss) Natalie BAppSc Lakin-Hall (Mrs) Narelle BEd, BSc(Hons), GradDipEd Lal (Mr) Titus BSc, PGCE, STTC Lilley (Mrs) Jenny BA, DipEd, Cert IIIBus Lok (Mr) Ron GradDipEd - Daily Organiser Marcucci (Ms) Gracie DipT – Primary Performing Arts Co-ordinator Mazzarotta (Ms) Carmen BA, DipIntDes, GradCert RE, GradDipEd, P/GradStudent Welfare McGregor (Mr) Cameron BAppSc, BTeach, MSc McKay (Mr) Joel BSc(Ed), MA – VCE Co-ordinator McKay (Mrs) Michelle BEd – Head of Faculty – Visual Arts McPhie (Mr) Ross BEd Meszaros (Mrs) Annamaria BEd, PostGradCertLib – Teacher Librarian Miotello (Mrs) Lucy BBus, GradDipEd, PostGradCompEd, MEd(IT) Mollica (Mrs) Wendy BASocialSciences, GradDipEd, PostGradCompEd Monos (Mrs) Chris BA, DipEd – Head of House - Millar Morris (Ms) Anne-Marie BSc(Hons), GradDipEd, MSocSc Moulder (Mr) Peter BSc(Hons), GradDipEd Oates (Ms) Deborah BA, BEd, AISTD Paniagua (Mrs) Rita BA, GradDipEd

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Patchell (Mr) Michael BA(Hons) Perri (Mr) Vince BEd, GradDipEdAd, GradCert RE – Head of House - Clarke Pocervina (Mrs) Christine Bed – Head of Faculty - PE Politini (Mr) Anthony BA(Hons), BTeach(Hons) – Head of Faculty - English Prendergast (Ms) Sandra BCom, BA, GradDipAcc, DipEd Prentice (Mr) Ben BEd Radley (Mrs) Natasha BTeach, BA Rees (Mr) Ron BEd, DipT, GradDipComp Rogers (Mr) Steve BA, GradDipEd, BEd Ryan (Ms) Ainslie BBus, BTeach Sadler (Mr) Duncan BEd Sadler (Mrs) Sherry BEdScience – Director Environmental Programs Scuderi (Mrs) Francis BA, DipEd – AHOS – Middle School Searle (Mr) Aaron BMus, GradDipEd, MMusEd, LMusA – Head of Faculty - Music Seivers (Ms) Brigitte BAppSc, GradDipEd – Primary Sports Co-ordinator Sinclair (Mr) Peter BA, DipEd Slee (Mr) Michael BSc, DipEd Smith (Mr) John BA, DipEd, DipT, MA(Hons) – Director of Administration/Contact Officer Snowden (Ms) Sally BSc, DipEd, GradDipMaSc, MEd Spaleta (Ms) Juliana BSc, BT Spyrou (Mrs) Georgina DipT – Contact Officer Stafford (Mrs) Jasmina BA, DipEd, PostGradDipArch, MA(Archeology), GradCertLang(Indo) - Shared HOF - Humanities Stipic (Miss) Claire BSc, BTeach(Hons) – VCAL Co-ordinator Tabone (Mrs) Joyce BBus, GradDipSecEd – Head of Faculty – IT / Website Editor Thorneycroft (Mrs) Andrea BEd, DipEd - Educational Support Teacher Treadwell (Mrs) Lyn BSc, GradDipEd, MSc – Head of House - Brodie Tsalapataris (Mrs) Elsa BAppSc, DipEd, GradDipMaSc Van Beek (Mr) Tony BSc(Ed) Vlahopoulos (Mrs) Elpis BA, GradDipEd – AHOS – Lower Secondary School Ward (Mr) Chris BSc, GradDipAppSc, GradDipEd, GradDipMentalHlth – Director of Chaplaincy Zanic (Mr) Damien DipT – Year 9/10 Galway Co-ordinator Zanko (Ms) Vera BEd

Non Teaching Staff Borg (Mrs) Clare BA(Hons), DipCareersEd&Couns, GradCertCareersCouns, MSocSci – Careers Adviser Brooks (Mr) Craig LAN Manager Browning (Mrs) Raelene Laboratory Technician Bruzzaniti (Mr) Pat CertIVInfoTech, DipIT – IT Technician Buch (Mrs) Jane First Aid Attendant Buhagiar (Mrs) Helen Receptionist Burgu (Mr) Kevin BCompApp, MCSE, MInfoTech – IT Technician Caceres (Ms) Silvia BA, DipLib&InfoServices – Library Technician

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Callard (Mrs) Angela Senior School Administration Assistant Cohn (Miss) Diana Administration Assistant Cornish (Ms) Dianne BCom, DipEd, GradCertCareers Ed, GradDipICTEd Cowan (Mrs) Jan DipT(Sec) (to September 2010) – Personal Assistant to the Principal Cranswick (Mrs) Deidre IntAideCert – Teacher Aide Forward (Mrs) Jillian BSc – Laboratory Technician Gajic (Mr) Petar BCom - Finance Manager Gibbs (Ms) Rae BEd, GradDipCareers, MSS, GradCertEd&Tng, GradCertCareersEd – Careers Adviser Hunter (Mrs) Mary-Ann CertIIIEdSupport – Integration Aide Johnson (Ms) Jillian BHSc, CertSchHealth, GradDipCouns - Counsellor Manariti (Miss) Cathy Administration Assistant Meletis (Mr) Nick Property Manager Nickson (Mrs) Tayana Studio Assistant Paten (Ms) Anne BA, DipPE, DipEd, GradCertCareersEd Pedersen (Mr) Daniel CertIVAudEng - CPA Technical Manager Pennington (Mrs) Cora AssDipLib – Library Support Services Co-ordinator Perilli (Mrs) Jacinta Registrar Shepherd (Mr) Tim Groundsperson Sims (Mrs) Gail First Aid Attendant and Integration Aide Starbuck (Mrs) Wendy Accounts Receivable Clerk Thill (Mrs) Jillian Accounts Payable Clerk Tountsios (Mr) Perry Maintenance Foreman Tyler (Mr) Matthew Studio Assistant Weaver (Mrs) Pauline Executive Assistant to the Principal (from September 2010) Webb (Ms) Maureen BBus - Accountant Whittaker (Mrs) Anne BSc – Laboratory Technician

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Staff Workforce Composition, Attendance and Retention The Staff Workforce Composition is 38% male and 62% female teaching staff and 39% male and 61% female non teaching staff. There are no indigenous staff members. Staff attendance and retention is high.

Teaching Staff Attendance (FTE)

2008 2009 2010

97.9% 96.7% 94.5%

Staff Retention

2008 2009 2010

91% 97% 92%

Staff Professional Learning During 2010, 1112 Professional Development activities were undertaken by 132 of the College’s staff members. 713 of these were activities provided at the school by College staff members on topics of particular expertise. A significant part of this total is accounted for by the ‘Focus on Learning’ Conference held in April, which was attended by all College staff members. A total of $109,000 was spent on Professional Development. On average, staff members accrued 34.5 hours of accredited professional development time. The Victorian Institute of Teaching requires teachers to average a minimum of 20 hours of professional learning each year in order to maintain their teacher registration. These figures suggest that employees at Aitken College are, typically, far exceeding the minimum requirements.

A sample of professional learning topics undertaken by staff includes:

• First Aid (Level 2 Certificate, CPR, Anaphylaxis and Asthma management) • THRASS training • Manual handling training • Risk assessment and minimisation • Student counselling and wellbeing topics • Subject-specific curriculum content updates • VCE Study Design changes & VCAA requirements • Preliminary training in eWorkSpace software • Professional Learning Teams and associated research projects • Leadership training • Educational Support for students with learning difficulties • Classroom management

Effective Professional Learning is a core component of the quality of education offered by a school. At Aitken College all staff members are encouraged and empowered to undertake professional learning activities which take into account each individual’s particular skills, job requirements and areas of interest. Sharing of new skills and information is encouraged on a range of levels: at faculty and department meetings, through year level teams and Professional Learning Teams, and at College meetings.

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Teaching and Learning There were two significant developments in the Teaching & Learning program at Aitken College in 2010: a two day, College-wide conference, and the commencement of the Professional Learning Team program.

In April all staff gathered at Moonee Valley conference centre to consider ways to further improve teaching and learning. Planning had commenced in the second half of 2009, when the College’s Vision, Mission and Aims statements were selected as the basis for detailed reflection and discussion about classroom practice and College procedures. These statements had been recently revised by the College Board and the conference allowed us to reflect on how we could best realise them in all facets of our daily operation. Parents and students were interviewed on video prior to the conference and their opinions provided interesting insights about the school which helped to provoke discussion. Staff at the conference also considered the impact of new technologies on ways of learning and their implications for future teaching practice.

In one of the most valuable sessions, teachers shared and evaluated sample lessons in small groups and examined evidence of good learning. This session was an eye-opener for all involved – the vast array of quality content and strategy being used in classes every day was quite inspiring. Sharing teaching strategies also gave participants new ideas and ways to increase student engagement in all subject areas.

The conference generated a long list of ideas and suggestions for improvement in College operations. Many of these ideas have already been adopted, or will be implemented in the near future. The ‘Focus on Learning’ conference provided us with an opportunity to develop a shared understanding of our common purpose. The high level of participation and enthusiasm from all concerned ensured that there were clear benefits for all staff and for the College community as a whole

Two Professional Learning Teams (PLTs) were established during the year. Each of them had 7 team members who met fortnightly for a semester to focus on a particular aspect of teaching practice. In 2010 the topics selected were “Using questions to enhance student learning” and “Classroom climate”. Each team read academic articles on recent educational research findings, reflected on Aitken and individual teacher classroom practice, gathered data about their teaching to indicate which areas could benefit from further improvement, developed and carried out an action research plan, and presented research findings to the College teaching staff. Discussions in both teams were animated and robust. Participants reported at the conclusion of the PLT cycle that they had made significant changes to their teaching styles as a result of their involvement in a PLT and could demonstrate through the data gathered that the changes had led directly to improved learning from students.

Planning for continuing and expanding the PLT program in 2011 was set in motion during the year, to identify topics of interest to staff members and to select PLT members.

Teacher satisfaction Through the annual review process discussions and staff faculty meetings are an opportunity for staff to discuss their level of satisfaction with the College. As part of the Focus on Learning Conference held in 2010, staff opinion and suggestions were sought regarding a number of system, academic, and support areas. Some areas were addressed in the short term and others were considered for implemention as part of the strategic planning for the College. A strategic plan for 2010-2014 was developed, with the vision, mission and aims being addressed. Satisfaction was expressed in the following areas: behaviour of students, effective use of resources, support from colleagues and administration, sense of community.

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STUDENTS

Post­Secondary destinations In 2010 the college continued to meet the needs of senior secondary students by providing access to a range of post-secondary options. Two courses of study were offered, the Victorian Certificate of Education (VCE) (128 students) and the Victorian Certificate of Applied Education (VCAL) (4 students) for Year 12 students.

University level courses were the preferred destination for about 60% of our students and 26% accepted offers for further study through TAFE courses. A detailed and rigorous careers advice and subject selection process was used throughout the later years of secondary schooling to ensure that students considered the full range of courses and institutions when leaving school. Only one student moved directly into employment as seen in the chart below.

Destinations of Year 12 2010 Students by Field of Study 1% Advertising, Media & Communications 4% Agriculture, Conservation & Land 6% Management 18% Architecture, Building & Planning 4% 1% Arts & Social Sciences 2% Aviation Business & Commerce 6% 13% 1% Design 2% Education / Child Care 1% Engineering 7% Health

19% 5% Hospitality / Event Management 10%

Offers / Destinations Year 12, 2010

Destinations No of Students Employed 1 Apprenticeship 9 Pre-apprenticeship 1 Private Provider 5 GAP year 2 TAFE 35 University 78 Unknown 1 Total 132

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VCE Report Below is a summary of 2010 VCE results and ATAR scores. Overall results may be regarded as slightly better than last year’s, continuing a pleasing trend.

The proportions of ATARs over 80 and 70 continue to increase.

Summary of VCE Results 2010

2010 2009 2008

% of students with ATAR > 95 3.1% 4.4% 3%

% of students with ATAR > 90 9.4% 11% 7%

% of students with ATAR >80 25% 24% 21%

% of students with ATAR >70 45% 41% 39%

% of students with ATAR >60 66% 65% 54%

2010 2009 2008

Average ATAR 65.5 64.9 62.5

Average female ATAR 67.7 67.0 63.4

Average male ATAR 63.0 63.2 62.0

Note: Pre 2010 scores are ENTER scores.

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Top Ten ATAR/ENTER Scores:

2010 2009 2008

97.2 99.7 97.5

97.0 99.05 96.55

96.75 97.4 95.15

96.2 96.9 95.1

94.7 96.7 94.25

94.35 94.85 90.8

94.35 94.75 90.5

93.8 94.6 90.4

93.35 93.85 89.5

92.8 92.35 89.25

Number of Study Scores of 40 or greater:

2010 47

2009 43

2008 35

VCAL Report The annual enrolment and number of VCAL certificates (Year 11 & 12) issued is shown below.

Year 2008 2009 2010

Total certificates issued 18 14 10

Total number of students enrolled 19 17 12

No. of students who left during the 1 3 2 year to pursue other pathways (work, apprenticeships)

Of the students enrolled in the VCAL program who were eligible to obtain a VCAL certificate 83% of these achieved this at the conclusion of 2010. Some students decided to remain at the College to complete another VCAL certificate; others chose to pursue full time TAFE courses, begin working, start apprenticeships or complete pre-apprenticeship courses at TAFE.

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Students were interested in the following career pathways: plumbing, electrical, building, aeroskills, automotive, media and hairdressing. Some students undertook a school based apprenticeship as part of their VCAL program, thus beginning their work as an apprentice in their chosen field part time.

All students completed tasks in the areas of Literacy, Numeracy, Work Related Skills and Personal Development Skills. Much of this work was looking at how skills in these areas will be applicable in the working world. It was project based and relied on student initiative. Projects that students worked on include: developing and attending an adventurous journey cycle camp to Queenscliff and a survivor camp at Lerderderg State Park; completing company profiles and following the stock market; building a fence to protect the Science Garden; designing and building a go-kart; supporting the McGrath Foundation by organising community based events; completing OHS surveys of the school site and external workplaces such as RSPCA; running a Race Around Melbourne excursion.

VET Report Vocational Education and Training (VET) at Aitken College has continued to evolve over the past year, with an increase in student numbers participating in internal and external VET courses and new VCE VET courses on offer to Aitken students.

VCE VET Business Administration continues to be offered in Years 11 and 12 with a mixture of VCAL and VCE students studying in this field.

Year 11 and 12 VCAL students, along with a small number of VCE students, continue to thrive in their VET studies at external institutions, such as Kangan, Victoria University and NMIT. Hospitality and Beauty courses continue to be popular choices alongside new options, such as Aviation and Community Work Services. TAFE Tasters for Year 10 students at external institutions are also raising awareness of vocational education and the possibility of future involvement in this field.

Aitken College has maintained its involvement and ties to local VET clusters in the Hume and Northern Melbourne areas, enabling Aitken students to draw upon a larger number of options to choose from when undertaking an external VET course.

Structured Workplace learning still plays a pivotal role in developing the knowledge and application of students’ learning within the workplace. All VCAL students in Years 11 and 12 undertake two placements each year within the field of study of their external VET course. These placements help forge links with the local business community and provide students with the opportunity to gain hands-on experience of future career options.

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VET is an exciting alternative for students at Aitken College, whether it is alongside VCE studies or as a part of VCAL.

The introduction of VCE VET Music - Certificate III in Technical Production has been a popular addition to VET choices at Aitken College for 2011.

Careers Education During Term 2 a number of Alumni students returned to Aitken to talk to the current Year 12s about their pathways since leaving the College and how they made the transition from Aitken to their current roles. The stories they had to tell were varied and interesting. Some speakers moved seamlessly from Aitken to further study but others had taken a number of twists and turns along the way before they found their preferred destination. The current students appreciated the opportunity to learn about the diverse pathways, how different life is after leaving the safe and secure world of Aitken, some of the common pitfalls of which to be wary and some tips for surviving tertiary study. A very common theme was the advice not to leave assignments and projects to the last minute at university and TAFE and to actively seek and ask for help should it be needed. The Year 12s were told very firmly by several speakers that their future was in their hands and it was up to them to do their research and make sure that they were embarking on a pathway in the future that they felt they would really enjoy. It was suggested that where possible they should follow their dreams but have a back up plan if for some reason their dream was not immediately attainable.

In May all the Year 12 students headed off to La Trobe University for the TIS event. Students were able to listen to a range of speakers talking about the timeline for applications to tertiary courses, offers, transition from secondary to tertiary life and researching future interests. It is designed to start students thinking about the significant and very important decisions they will make in Terms 3 and 4 about their future.

A VTAC evening for Year 12 students and their parents was held as a precursor to the individual interviews that take place with each Year 12 student in the second half of Term 3 to assist them with their decision making about their future pathways once they leave the College. During the evening information was provided about the VTAC processes and timelines, making an application for a tertiary course, receiving and accepting an offer and going about the process of researching a future that was right for each student.

In Life Skills classes, Year 10 students undertake a unit of work which focuses on their future in terms of making wise career choices. Each student receives a booklet which takes them through a variety of activities to help them learn more about themselves and to identify their strengths and weaknesses. As part of this unit Careers staff deliver the Career Voyage program. This is a software package which asks students a series of questions about jobs they may enjoy, their abilities, values and interests. Each student then receives a printed report which provides them with a list of job suggestions based on the answers they gave during their Career Voyage session. This is the start of a career exploration process which for many will be life long. Students are taught strategies they will need to conduct career research at any stage of their working life and to discover and review their choices and decisions at critical points in their future. Initially, the tools and knowledge can be used to assist them with their decision about whether to undertake the VCE or VCAL and their subject selection choice for the VCE.

Students from Years 7, 8 and 9 attended the Try a Trade event at the Broadmeadows Town Hall, organised by the Local Learning and Employment networks for all Northern Region schools, with organisations such as NMIT, RMIT and Kangan TAFEs assisting in the delivery of the program. Students were able to “get their hands dirty” and try out aspects of the brick laying, tiling, fashion, hairdressing and beauty, plumbing, electronics, printing, optical, furnishing, locksmithing, horticulture and aerospace trades.

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The Hume Whittlesea Local Learning and Employment Network ran two very successful careers breakfasts for young people in Year 9 at the beginning of Term 3. The first was for young women and the second for young men. Students listened to a keynote speaker who talked about their career path, how they got to where they are now and why they love their job. Students then split into small groups and spoke to a variety of industry representatives who were able to tell them about careers in their field of expertise.

Year 10 students have an interview with a senior member of staff followed by an interview with a member of the Careers team during Term 3. These interviews are designed to assist students to decide their pathway for Year 11 and 12 – either the VCE or the VCAL. Should they choose the VCAL, discussion then takes place about their future career options and for those students who choose the VCE pathway, the discussion centres on the subjects they might choose for the next two years and where those subjects might take them.

A terrific group of Alumni students returned to the College to speak to the Year 10 students early in Term 3. They discussed where they are now, what they wish they knew then that they now know and provided the Year 10 students with useful tips and strategies about making course and career decisions and planning for the future. The speakers were from a range of backgrounds and each had a unique and interesting perspective to provide to the students.

NAPLAN results Below are comparison graphs showing Aitken College NAPLAN mean scores for 2008, 2009 and 2010, and the Victorian mean for 2010. Some points to consider in relation to these graphs:

• School student cohort results are expected to vary slightly from year to year due to differences in student composition – because the number of student results included is relatively small, only a handful of particularly “stronger” or “weaker” students in a year level can have a significant impact on the mean results, particularly in Years 3 and 5 where only 60 students have been tested; • The NAPLAN test questions change from year to year so comparisons between scores from year to year can be useful in identifying general trends only; • Because test questions change from year to year, the state mean also varies slightly from year to year. Consequently, in the graphs provided, the 2010 state mean is only significant when compared to the 2010 school mean; • Although national mean results have not been provided, it is important to note that Victorian mean scores were higher than the national mean on every test category and year level; • NAPLAN data is very useful in identifying school trends over time, but as the NAPLAN tests in their current form have been conducted for only 3 years, it is still very early to be making conclusions about trends in school scores – particularly in light of the expected differences in cohort results from year to year; • The results shown are only a small part of the total NAPLAN data picture – there are many other useful facets to the data. For instance, the 2010 results indicate that students in the bottom 10% of the school cohort are performing considerably better than students in the bottom 10% of the state; • Perhaps most importantly, NAPLAN data is only one form of information about student achievement levels. Teacher observations, class and school-based assessments and other forms of standardised testing are equally valuable in identifying student learning needs and rates of progress.

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Year 3:

450 440 430 420 410 400 390 2008 mean 380 370 2009 mean 2010 mean State mean 2010

Year 5:

550 540 530 520 510 500 490 480 2008 mean 470 460 2009 mean 450 2010 mean State mean 2010

Year 7:

575 570 565 560 555 550 545 540 2008 mean 535 530 2009 mean 525 2010 mean State mean 2010

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Year 9:

630 620 610 600 590 580 2008 mean 570 2009 mean 560 2010 mean State mean 2010

Observations to be made from the 2010 NAPLAN data: • In 2010, as in previous years, Aitken College student mean results were higher than the state mean in every category at every year level except Numeracy in Years 3, 5 and 9. There was very little difference between the school and the state mean in Numeracy in Yr 9. • All school means were higher than the national mean, including Numeracy at all levels. • The trend is that the gap between the school Numeracy mean score and the state mean closes over time – suggesting that student are making gains in Numeracy at a faster rate than is typical across the state in these year levels. In many areas the school mean was markedly higher that the state mean, suggesting that our teaching practices and curriculum priorities are effective.

Learning Centre A range of services are offered through the Learning Centre to cater for the individual needs of Aitken College students. Some Commonwealth funding was available for the employment of Integration Aides to assist students who meet the criteria for disability support and a Speech Therapist (1/2 day per week) to work with students who have diagnosed language disorders. The Speech Therapist was also available to assist students on a private basis, if they did not meet the criteria for government funding. Australian Government Targeted Program grants were used to employ a part time Special Education Teacher to focus on small group Literacy and Numeracy support. Australian Government funding was also utilised for the installation of a small kitchen in the Learning Centre. This will enable learning disabled students the opportunity to participate in a lifeskills program focusing on acquiring numeracy and literacy skills through cooking. Students participating in this program also gained invaluable independent living skills.

Learning disabled students, who do not meet the criteria for funding, were assisted by Learning Centre staff, either on an individual basis or through in-class teacher support. These students had access to modified programs which supported the class curriculum. Funded and non-funded students were supported through the provision of regular Program Support Group meetings.

Gifted students had access to acceleration and extension programs designed to meet their individual needs. Extra-curricular activities were offered throughout the College to meet the needs of students who show talent in specific areas.

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Student Composition, Attendance and Retention

The total student enrolment was 1272. 49.7% of our student cohort are females and 51.3% are males. 0.2% of the student cohort are indigenous students and 38% students have a language background other than English.

Parents are required to contact the College if a student is to be absent from school on the day. If notification regarding student absence has not been received the parents are contacted by phone. Student Attendance 2010

Year Level Male Female

1 91% 95%

2 92% 94%

3 95% 94%

4 89% 96%

5 94% 95%

6 94% 94%

7 96% 94%

8 94% 92%

9 93% 90%

10 91% 92%

Student attendance was high. For male students the average was 93.5%; for female students the average was 93.7%.

The student retention rate from the Year 9 cohort was 92%.

Student Wellbeing and Student Satisfaction

The Wellbeing Project, and the position of Student WellBeing Coordinator, was established late in 2008 in response to a school-wide ‘School Safety Survey’. The team comprises a wide range of teachers from our small community as well as a professional consultant from MindMatters. Our aim is to develop ongoing wellbeing initiatives, for both students and staff alike, in a real and meaningful way. The work is both practical and skill-based.

We have made several significant steps in the area of Cybersafety. A cybersafety group was formed early in the year to develop P-12 curriculum initiatives. A Cybersafety Parent Information evening was run with trained facilitators from the Australian Federal Police (AFP) as part of their ‘ThinkUKnow’ program; and a Community Liaison Coordinator from the Victoria police made a presentation to students and staff.

Student Services also ran Parent Information evenings on ‘Bullying and My Child’ addressing the many issues related to bullying, including ways to empower students. Another evening ‘Surviving with Teenagers’ examined models for effective parenting and practical solutions to the many and varied issues facing families today. A ‘Grief and Loss Service’ and Listening Seminars were also held recently.

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A Wellbeing Week was held to promote the Mental Health Foundation of Victoria’s Mental Health Week. Activities extended across all year levels including Fairview’s Wellbeing Day, Dunhelen’s healthy lunch, drama and musical performances, dancing, the mobile Blood Bank, relaxation classes and a special Lifeskills activity.

A Year 12 exit survey was conducted with 95% participation rate. The survey evaluated the extent to which students believe effective school practices are apparent in the areas of curriculum/academic program, teaching quality, learning outcomes, personal development/leadership, pastoral care, resources/co-curricular activities, transition and school ethos and values. The global satisfaction is shown in the graph below. However, a significant difference is apparent between the satisfaction of the experience between girls and boys. This difference is to be further explored.

SCHOOL LIFE

Aitken College is divided into five “Schools” each with a Head of School. The Schools are named Fairview, Cumberland, Dunhelen, Glenarthur and Brookhill.

Fairview (Preparatory School ­ Prep to Year 2) The focus in 2010 was “Who are the children in Fairview”. They are children from the age of five to eight. These foundation years provide the children with a strong base for their learning. It also encourages them to understand and appreciate a diverse community with many cultural facets. They are able to engage in many learning experiences, not only academic, but ones that develop their social, emotional and physical needs.

The staff and children went on a wonderful journey of identity and connection. This included exploring themes such as: • that the unknown is not scary, when you have faith • that we can all be a good Samaritan and neighbour • to never give up • that it is easy to love and care unconditionally • to make time to listen to each other • and finally, to treat others the way we want to be treated.

Harmony Day within the College was a culmination of the children’s understanding of being part of this diverse community and growing together as one!

A highlight of the week is Chapel, presenting and supporting a strong Christian faith, guiding the children to respect, love and appreciate our differences and understand how the Christian faith is an integral part of our school.

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The Prep and Year 6 Buddies and Peer Support are an educational program committed to improving the quality of life for young school students through positive peer group interaction and influence. The program at Aitken College aims to help students: · adjust easily to a new school or grade · develop responsibility and self-confidence · learn ways of relating positively to others · contribute to a spirit of community · understand the importance of values which relate to their daily lives.

The program is designed to provide support between groups of Prep students and trained Year 6 leaders. By applying the student-help-student principle, it taps the energies of the most valuable resource a school has — the students.

The home-school partnership works collaboratively to ensure that children’s needs are met and supported. Parent participation within the school environment is active in each year level. It provides parents and grandparents with the opportunity to assist the teacher within the classroom, whilst spending time with their children in the school environment. The helpers nurturing role has an extremely positive impact on the teachers and children. Even though the duties are outlined by the teacher, it also provides the children with a different model of interaction.

Parents also attend and actively participate in Fairview Information sessions, which provide them with knowledge and skills on specific program e.g. THRASS (Teaching handwriting Reading and Spelling Skills) or School Readiness and Orientation Programs for new parents.

Excursions and In-school Activities The children’s overall physical development is always a priority. The swimming and gymnastics program is an annual program which reinforces and supports the children’s gross motor skills. The children have also had the opportunity to explore the Performing Arts with the annual Fairview concert and International Library Day.

The programs in Fairview focus on all Key Learning Areas with an integrated and meaningful approach, identifying skills which are essential for children to be articulate, confident and independent.

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Cumberland (Junior School – Year 3­5) Students in the Junior School were involved in a wide range of activities.

The Year 3 students visited CERES, Melbourne Museum and the National Gallery of Victoria

Some were involved in a Music Strings program (each student learning either violin, viola or cello). Students participated in choir and orchestra activities culminating in a House concert.

They participated in World of Maths Travelling Show.

The Year 4 students organised the Night of the Notables, attended the Lifeskills camp, participated in World of Maths Travelling Show, were visited by author/illustrator Mini Goss and toured Scienceworks.

The Year 5 students visited Dromkeen in preparation for writing picture story books and participated in World of Maths Travelling Show.

Students were involved in a number of leadership activities including Impact Leadership Day – attended by School Captains, fundraising Movie night where proceeds went to purchase goods for RSPCA Epping Shelter, organising the Aitken Book of Records and Operation Christmas Child.

Year 5 began inter-school competition, playing a range of winter and summer sports. Many House events were held including Sporting, Maths and Spelling competitions.

Year 3 students have continued work with the pen pal program with Huamin Primary School in Singapore.

A highlight for many students was their involvement in the Junior Musical “The Little Mermaid”.

During Maths Week activities included the Great Snakes and Ladders Challenge, estimation games, Maths Trail, Maths Stalls, Maths plays written by students and automatic response activities.

Dunhelen (Middle School ­ Years 6­7) Throughout 2010, Dunhelen students took part in a varied range of activities and experiences. In February, Year 7 students settled into secondary school life at an Orientation Camp at Phillip Island Adventure Resort. Camp is designed to ease students into secondary school, teach them what it means to be part of the Aitken College community and most importantly help students make new friends.

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While the Year 7s were scaling the High Ropes course and dangling from the Giant Swing at camp, the Year 6 students were keenly writing their applications to become Primary Peer Support leaders. At the end of February, twenty-four Year 6 students were trained to become Peer Support leaders for small groups of Prep students. They learned how to manage a group of excited Preps, how to help the Preps settle into school, and how to help the new Preps get along well with each other.

Simultaneously, Year 7 students were involved in their own Peer Support program during Life Skills lessons. It was here where the Year 7s had the opportunity to work alongside some enthusiastic and responsible Year 11 Peer Support leaders. This program culminated in May’s Peer Support Picnic at Brimbank Park.

Next, it came time for our Year 7s to try out for the Galway Association sporting teams and for the Year 6s to begin SSV Interschool Sport. Both of these events continued to run for the remainder of the school year, with students competing in Summer and Winter sports.

Dunhelen students nominated for leadership roles for the college’s leadership program for the roles of School captain, House captain and Class captain.

In 2010, Dunhelen students also got the opportunity to attend some wonderful excursions to cement the learning they had undertaken at school. The Year 7s attended a combined Humanities and Indonesian excursion to the Melbourne Zoo where they learned about endangered species and took a closer lookat the impressive South-East Asia exhibit. Year 6 students were treated to trips to the Tim Burton exhibition and to Sovereign Hill.

House spirit was evident on numerous occasions throughout the year when competing in the House Swimming and Athletics Carnivals as well as House Orienteering. Dunhelen also hosted two school socials. The profits of these popular events were donated to two very important charities: Royal Children’s Hospital and Beyond Blue. Many Dunhelen students also showed the compassion they feel for those less fortunate than themselves when they participated in the 40-hour Famine for World Vision and Crazy Hair Day for Cystic Fibrosis Victoria.

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Dunhelen students also demonstrated an interest in our immediate environment by taking part in Clean-up Australia Day and tree-planting. Dunhelen’s final fundraiser for the year saw Dunhelen families donate boxes upon boxes of ‘essential needs’ items for Ardoch Youth Foundation, a Melbourne-based organisation.

Glenarthur (Lower Secondary School – Year 8­9) It is self-evident that teenagers will benefit from comprehending the significant connection between theory and daily life. Classroom learning assimilated through practical actions affirms their place in the world. And learning bereft of sound Christian values and beliefs is temporal.

At this time of transition from childhood, growing in maturity through the teenage years into sound and stable young adults, their engagement in schooling and community is elemental to their world view. Underpinning the day-to-day routine of the children in Glenarthur, morals and honesty support the academic learning. Much is written about the need for adolescents to understand their own power and potential. But one aspect of these many threads is the need for adolescents to recognise their connectedness to the world around them and to thus forge and fulfill their place.

This necessity to relate positively, to adults and peers, is supported and directed into practical actions to fulfill responsibility and reliability – from the sometimes mundane but so crucial completion of school tasks, to the extra-curricula teamwork which developed in, for example, the Glenarthur City Experience. During this two-day excursion, in teams of five, boys and girls co-operatively had to travel, from their homes, without teacher supervision, to and from a range of city venues, completing worksheets and sharing knowledge. The lessons learnt by doing brought a simple and uncomplicated understanding of depending on each other for safety and success – beyond the obviously academic. A cognizance of their place in the team and their duties – to self and others in their mini-society, was experienced. This was but one of many activities which sought to extend their book learning and to add interest to their schooling. A sample of the events which mark the days included the Oxygen Factory self-awareness seminar, Hurting Game, an anti-bullying inter-active drama, cybersafety seminars, presented by Victorian and Federal Police officers, financial advice from bank officials and the Department of Justice.

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This theme of service to others is also seen in the social work our Children of the Glen so ably undertake in their fundraising for many organisations, a sample being: a Nepalese orphanage, and our traditional support for Anzac Day, Remembrance Day and Legacy functions, and the varied Anti-Cancer Council appeals. The students of Years 8 and 9 have made these events their own, organising and directing the services. A deeper awareness of service to their school community comes through a range of leadership training sessions, both within and without the College, the ultimate example of service being frequently held up to the congregation in Chapel – Jesus.

It is fitting that the Glenarthur logo was designed by one of our own, whose perceptiveness has endured – Give, Grow, Gain.

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Brookhill (Senior School ­Year 10­12).

Brookhill aims to help all students develop into outstanding citizens. This is done by fostering their interests and encouraging excellence academically and in the co-curricular areas. In addition to striving for their personal best in the classroom, students are encouraged to become involved in the College and wider community through cultural, sporting and community service activities.

The core focus of life in Brookhill remains the work done by teachers and students in the classroom. Senior School staff all work to create a culture which enjoys and respects learning and knows how to study.

The Study Skills program, piloted in 2009, was consolidated in 2010. External providers conducted a series of Study Skills Seminars for all students across Years 10, 11 and 12. In 2010, a small group presentation model was adopted for these seminars, and follow-up sessions were conducted by College staff. The benefits of the Study Skills program and academic culture have started to show through academic results.

Aitken College is a caring community with a strong commitment to Community Service. When students reach Senior School, they have developed the maturity to be able to make a meaningful contribution to the wider community. Community Service will become an increasingly important aspect of life in Brookhill. All students are expected to undertake some Community Service during their time in Senior School and the opportunity will be provided for those who are keen to do extra to help society.

In March this year, Year 11 students undertook a day of Community Service during Clean Up Australia Schools Day. Cleaning up the Williamstown foreshore area was, for the students involved, a hard but rewarding day’s work. They were shocked at the amount of rubbish they took away from the area. However, they were also pleasantly surprised by the number of local people who stopped them and offered their sincere thanks. They came away with a much greater appreciation of the difference their efforts can make to society and the high regard with which such selflessness is held.

The Fairview Community Service Program, which started in 2009, expanded in 2010. The number of Year 11 students who spend an hour a week assisting with Prep, Year 1 and Year 2 classes was approximately three times greater in 2010. The students involved in this program worked hard, learnt new skills and came away with an appreciation of the rewards that come from service.

House activities included the second running of the Aitken College version of Chariots of Fire. Senior School students represented their Houses in a mad dash around the CPA in front of a large and enthusiastic audience.

2010 saw the first House video production competition. Groups of 4 Year 10 students from each House produced 5 minute videos to sell the College and their House. Each video featured a mandatory prop; College Principal. The videos were shown to an enthusiastic reception at a special Brookhill Assembly.

The year finished with the first running of the House Battle of the Bands during Festival of the Arts week. The amount of talent on show was astounding and this event is eagerly anticipated next year.

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Performing Arts Minefields and Miniskirts, Jesus Christ Superstar, The Little Mermaid, Hating Alison Ashley, Festival of Arts and Fairview Concert; such a range of major productions. The VCE Theatre Studies Play, Minefields and Miniskirts, dealt with issues surrounding the Vietnam War. The College Musical presented in a slightly less conventional fashion one of the greatest stories in history. Technical and visual elements helped to tell the story of Jesus Christ Superstar. The depth of understanding and reverence exhibited by the performers received much feedback from the audience including an email received which echoes the feelings expressed by so many others: “.....I sit with uncertain expectation coupled with a baited breath and a clear reservation as to what will come. The TV screens flash with messages and the sound around me diminishes to nothing as words relating to the story of Jesus appear on the curtain in front. I am drawn into another time and place and suddenly the curtain drops and I am there in the time of Jesus, the Apostles, Herod and Pilate. From that point on I am lost in a world of song and theatre where my senses are altered via lighting, music and movement resulting in feelings of hope, political confusion, great loss and finally an overwhelming joy and all too soon I find myself standing with an uncontrollable desire to applaud what can only be described as brilliant theatre. As l walk out of the complex I notice that I am singing a song from the show and as I contemplate this wonderful feeling I note others young and old doing the same. Yes I am simply an audience member, one of hundreds who attended each night and whom all wish they could say to you and the cast Could We Start Again Please.” The production also was successful in receiving nominations for the annual Victorian Music Theatre Guild Awards. In the Junior Section, Superstar was nominated for Production of the Year, Director of a Junior Production, Male Actor in a Leading Role and Female Actor in a Leading Role and an award for Technical Achievement in Audio-Visuals.

The second musical of the year, the Junior School Musical, was Hans Christian Andersen’s The Little Mermaid. Students from Years 3 to 6 refined their skills to present this wonderful musical. Appreciative audiences were treated to some outstanding performances and saw some potential stars of the future. The College Drama Production was Hating Alison Ashley. In an effort to provide performance opportunities, two casts of students were able to share the five performances. The experience of an outdoor stage at the Festival of the Arts allowed talent to be showcased during lunchtime and after school performances involving students from all year levels. Work undertaken in Media,

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Primary Performing Arts, Music and Drama was highlighted. The twilight concert again had a great festival vibe and allowed the College to show work during the open evening. Throughout the year there were two Year 3 Strings Concerts, two Year 7/8 Band Concerts, VCE Music and Theatre Studies Performance Evenings, Senior Music Concert, Performing Arts Captains’ Concert, numerous in-class performances and a Fairview Concert. For the first time this year, the auditorium was available for a number of external events including the Australian Irish Dancing Association State Championships, Cabaret Shows and a number of dance schools’ end of year concerts.

Visual Arts 2010 was a year full of artistic endeavour in every sense; the art rooms have been full of action in class and outside of class and the annual Art and Design Exhibition was testament to the talent and creativity of the students at Aitken College.

The Artist in Residence Program is eagerly awaited each year. The aim of this is to engage as many students as possible with an area of Art that they would not normally experience. At the end of the numerous workshops the College received original artworks that were the product of a collaborative process between the staff, artist and students. Over 100 students took part in this program during their normal Art classes. The author and illustrator Kevin Burgemeestre worked with students from Year 4 to Year 10. Kevin explained his working methods and described how a painting can be composed of separate parts that can be cut and layered in a three dimensional collage with great end results. We have framed a series of digital prints of the original landscapes.

The annual Visual Arts and Design Exhibition was an exciting time and it really celebrated the talent of students. Held in late October students, parents, staff and friends have the opportunity to view the many artworks made by students from Prep to Year 12. Students were very proud of their work, and it is incredibly rewarding for the staff to be able to display a diverse sample of art work to the community for everyone to enjoy.

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Sport

Galway Interschool Sport was still a popular choice for our secondary students. Students were also selected for Cross Country, Swimming, Athletics and Orienteering teams. Students were also given the opportunity to participate in the Victorian Basketball championships, Victorian Netball championships, Rowing Regattas and our Equestrian team starred in 2010 with many successful wins.

The inclusion of Year 5 students in our Interschool Sports program certainly made us a lot more competitive. These students competed each Friday morning against other local schools. Many flags were won this year due to the exceptional talents of many Year 5/6 students. Students in Year 3 to 6 were also given the opportunity to compete in Interschool Athletics, Cross Country, Orienteering and Swimming.

Primary students had the opportunity to compete in other sports such as Hooptime Basketball, Victorian Netball Championships, Milo Cricket and AFL Football. Our Primary swimmers did exceptionally well with some competing in the district championships and then State championships.

LOTE

Topics in LOTE Indonesian continued to be reviewed and we developed approaches to teaching LOTE that emerged from our involvement in the ISV’s Boys in LOTE program. Greater use of ICT resources and also more active and tactile activities have been included as methods are continually employed to bring culture in to the classroom.

The Year 9 students went to the Garage Indonesian restaurant. While there, the students ordered their meal in Indonesian, and, where possible, practised Bahasa Indonesia when speaking to the staff at the restaurant. In Term 3 Year 7 went on an excursion to the Melbourne Zoo in Parkville. This excursion, held in conjunction with the Humanities faculty, enabled the students to see firsthand the animals of Indonesia through an activity in the South East Asian section of the zoo with an assessment task which required them to answer questions in Indonesian about the animals, drawing on their knowledge of colours, numbers and animal names. In the afternoon, the students went around the zoo completing a scavenger hunt in groups using clues given in Indonesian. They also learnt about deforestation in Indonesia and the effect of palm oil plantations on the habitat of orangutans, Sumatran tigers and elephants in Borneo and Sumatra as part of the Humanities component of the excursion.

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Once again the Aitken College LOTE faculty hosted the interschool language competition, Olympiade Sekolah, (School Olympics). During the morning, teams of Year 9 students from the competing schools rotated through a series of activities run by teachers from Aitken College and other visiting schools. Activities included: an Indonesian quiz show; vocabulary games, such as gathering words with fly swatters, racing to correctly reorganise jumbled sentences; and reading a description of a monster in Indonesian and then drawing it. The day culminated with a pre-prepared comedy sketch in which students presented an advertisement for mie goreng (fried noodles).

Students participated in The Sayembara Lisan (Indonesian Speaking Competitions). A preliminary round was held at the College and some students progressed into the regional and state finals, and acquitted themselves very well in what was a talented cohort of students from throughout the metropolitan area.

Indonesia Week was held in August to coincide with Indonesian Independence day on 17 August. The Glenarthur and Dunhelen assemblies had strong Indonesian themes. A highlight was a class performing Pak Ali Punya Kandang (a version of Old MacDonald). We introduced the Indonesian Week House Trophy competition which included quiz shows in the Glenarthur and Dunhelen assemblies and a becak (Indonesian tri-shaw) race. The race required students to safely complete a circuit of the lower plaza and pause and alight at stations to don sarongs and eat a plate of spicy nasi goreng.

Another popular Indonesia Week activity was Masterchef Indonesia. Students received the chance to cook some delicious Indonesian cuisine including spicy bahwan jugang (corn fritters), nasi goreng and mie goreng.

PARENTS

Parents and Friends Association

The Parents and Friends Association recommenced in 2010 and is an active group of supportive parents. Anyone from the school community may join the group. The group has great energy and vision and supports projects nominated by the Principal. The association runs regular events with money going back into facilities for students.

Friends of the Arts The Friends of the Arts as well as other parents assist with the organisation of the Performing and Visual Arts Events. The time and commitment offered by many people, whether it is simply running students to performances and rehearsals, working in the canteen, building sets, setting up displays, making costumes or fundraising, is superb. They have also assisted this year with supporting external events using the CPA, and again provided opportunities for students through Friends of Arts Scholarships.

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Parent satisfaction In October 2010 parent satisfaction surveys were distributed. Forty per cent of families responded to the survey. The Parent Satisfaction survey evaluates the extent to which parents believe effective school practices are apparent across different domains:

1. Curriculum / Academic Program; 2. Quality of Teaching; 3. Learning Outcomes; 4. Pastoral Care; 5. Discipline and Safety; 6. Parental Involvement; 7. Resources; and 8. Transition.

The key findings in the survey showed high levels of satisfaction in a number of areas including quality of curriculum offered, quality of teaching, learning outcomes, pastoral care and safety, discipline, parent involvement, resources and transition. It will be interesting to investigate the difference between primary and secondary levels of overall satisfaction.

As a Uniting Church school, we were also interested in determining whether the spiritual focus of school programs, events and support were meeting parent expectations. The survey results again indicate a positive response.

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Community Engagement Interact Club A big development in the area of Community Service and Community Relations was the chartering of the Interact Club of Aitken College in 2010.

Interact is a Rotary International service club for young people ages 12 to 18. Interact clubs are sponsored by individual Rotary clubs, which provide support and guidance, but they are self-governing and self-supporting.

Interactors develop a network of friendships with local and overseas clubs and learn the importance of: • Developing leadership skills and personal integrity • Demonstrating helpfulness and respect for others • Understanding the value of individual responsibility and hard work • Advancing international understanding and goodwill.

The Interact Club of Aitken College can be very proud of all it has achieved in its first year. With the support of the Rotary Club of Tullamarine, the Interact Club of Aitken College has grown into a vibrant, active and influential part of the community, both within and outside Aitken College, involving students from Years 6-12.

The Interact Club of Aitken College has adopted the Neil Thomas Christian University, a Prep to 12 school in Vanuatu, as their ongoing International Understanding Project. This school provides an education program that follows the Victorian School Curriculum, including a limited number of places for students to complete the VCE. The goal of the NTCU is to provide young people from Vanuatu with the opportunity to participate in an internationally recognised education system and gain skills and qualifications which will benefit their own community.

The school has very limited resources; for example, a whole class will share a single pencil case with a few old pencil stubs. To try and help this situation, the Interact Club of Aitken College held a very successful equipment drive during Term 3. The Aitken Community were very generous in their donations of story and reading books, pencils, pens, art equipment, exercise and writing books and sporting equipment.

To wind up the year, the Interact Club ran a project to support local animal welfare charities, Animals Australia and the RSPCA. The project aimed to raise awareness of animal rights issues, such as battery hens, and encourage people to think about animal rights when making purchases.

Alumni The 2005 Alumni group returned for a reunion in December and this provided them with the opportunity to tour the school, see the many changes and also to share their memories and hear their stories since leaving school.

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Sustainability and Environment As a school we continue to examine our environmental impact and building strategies to take into account ways of making ourselves more sustainable as well as reducing our carbon footprint. Some of the approaches considered include:

• Upgrading air conditioning • Upgrading to more energy efficient lighting systems; • Investing in solar power systems • Incorporating artificial lawn in landscaping • Educating staff and students and the wider College community on energy savings strategies and good environmental practices.

The College has worked tirelessly to be one of the first recipients of the ResourceSmart Schools program five- star sustainability certification awards. The requirements for achieving this included demonstrating significant leadership in our communities and finding creative and efficient ways to integrate waste, water, energy and biodiversity initiatives into everyday actions.

We have also made a pledge to incorporate a higher level of sustainable practices throughout our curriculum. Through the development of the classroom curriculum and the sustainable school accreditation, we are improving the health, wellbeing and educational outcomes for students, teachers, parents and the general community. Our Director of Environmental Programs leads the work with staff and students and oversees the sustainable schools initiatives.

Students and staff engaged in a number of programs: • Presentations at Environmental workshops at other schools • An Environmental Conference at Aitken College, during Green Week, where local schools could attend and participate in our events. • Tree planting • Working Bees for staff, students and parents. • Completion of the irrigation system in the greenhouse • Commencement of propagation plants. • Completion of the online “Schools Environmental Tracking System” SETS. • Collecting seed from our indigenous species for their propagation. • Planting of over 600 indigenous plants in the established native gardens bordering Brodies Creek.

Staff, students and parents belong to the following clubs; Environment Committee (group which meets regularly to discuss initiatives and give direction to environment programs), Green Team (students who meet weekly to catch up on environmental initiatives being run in the school), Aitken Adventurers (students, staff and parents who attend environmentally themed excursions once per term, on the weekend) and Litter Exterminators (volunteer students who collect litter from the worst littered parts of the school).

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Faith Development. The Chapel and Performing Arts Centre provides an excellent space for weekly scheduled Chapel services. All Aitken students attend an age-appropriate half hour service presented by the College Chaplain or the Director of Chaplaincy. Faith issues and Christian values are recommended to the community via state of the art audiovisual presentations, guest speakers or others trained in this field. Faith Development is linked to the wider Religious Education and Life Skills programs and students are encouraged to look beyond themselves to the needs of others, and the claims of God as revealed through Christian revelation.

The Religious and Values Education program complements the weekly Chapel presentations. This program runs all years from Prep to 11, and is age appropriate. Whilst a main focus is on teaching the core precepts of the Christian faith, students are introduced to other Faiths and world views. Comparisons are encouraged so that students are able to make sensible decisions based on a sound understanding of issues to do with Religious experience and Faith.

The Reach Out Community (ROC) run by the Chaplaincy team continues to meet on Wednesday evenings and is always trying new ideas to encourage and build up those who come to explore issues of faith. Monthly Kid’s ROC evenings are very popular with younger students and their parents. ROC supports a range of activities within the college community, ranging from a social Volleyball group, a planned community choir, to student evenings such as Aitken’s got Talent and Aitken can Dance, modelled on modern popular reality shows. These allow some students to explore their gifts and be affirmed in the process. ROC runs an annual Grief and Loss service which addresses specific needs within the community. Links with local community groups and Uniting Church congregations is always being strengthened where possible.

Aitken College has employed a youth chaplain who works two days per week counselling, running the weekly lunchtime KickStart youth group, and teaching Religious Values Education. This appointment is funded by the Federal Government Chaplaincy initiative. The KickStart initiative allows for Faith Development in an environment where students choose to attend and explore a deeper understanding of the Christian Faith.

The definition of a Faith Community includes the idea of a group of people with a commitment to a faith (in this case of Aitken College, the Christian Faith), who seek to support each other, share their faith, and develop links between the faith and others within the community.

ROC forms a central part of this idea at Aitken College. Now in its 8th year it continues to remain faithful to the concept given above. Participation is invited from the Aitken Community and those affiliated with the Uniting Church in the wider community.

Links with The Greenvale Uniting Church have grown over the years and this allows the annual Baptism and Confirmation services to be offered, opening up opportunities within the student body for this important faith commitment.

Staff, students and parents are encouraged to participate in chapel services and the annual Easter and Carol services which are important parts of the College calendar in terms of religious observances.

The Student Services team seeks to address the many needs presented by our large student body, and indeed wider parent community. The four trained counsellors see an ever-changing list of students who struggle with a wide range of life issues. The support work which the counselling team undertakes is vital in relieving pressure on class teachers and enabling some members of the Aitken community to be assisted in difficult times. For students this often means the difference between coping and thriving, or being lost unseen in a large

Page | 34 community which by necessity presses on with its goals despite those members who struggle for a range of reasons. The work the counselling team undertakes is by nature generally unseen and not widely discussed.

The Chaplaincy and Student Services team run programs from time to time which address issues such as First Aid, Anger Management and Parenting skills. The latter has covered such topics as, Bullying, Mental Health, Body Image, and Living with Teenagers.

The Chaplaincy team is regularly called upon to meet the immediate needs of the Aitken community in regard of suffering and loss, via counselling, visitation and practical support.

Finance

Tuition Fees 8.7% 4.4%

29.4% Federal Govt Funding State Govt Funding 57.6%

Other

A significant proportion of expenditure is spent on employment costs (61.3%). Education and general covers faculty and administration costs. Capital works programs represent 19.3% of expenditure.

2010 Expenditure

Employment Costs 19.3% Education & General 3.8% 61.3% 2.7% 13% Financing Buildings & Grounds Capital expenditure

Major sources of income for the College are government funding (State and Federal) and tuition fees. Other sources include the Aitken College Foundation contributions.

Year Income 2010 $18,409,033

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Government Grants During the year the College received the following government funding for a number of capital projects. Building the Education Revolution (BER) In 2010 the College completed the “BER Primary Schools of the 21st Century” capital works funded by the Federal Government grant. This comprised extensions to the library, gymnasium, learning centre and administration buildings as well as associated landscaping. National Secondary Schools Computer Fund (NSSCF) The upgrades to the computer networks, cabling and switching was completed to accommodate the computers received in 2009 under the NSSCF program. National Solar Schools Program (NSSP) The NSSP enabled the College to install photovoltaic panels, a rainwater tank, energy efficient lighting, and external shade awnings to some buildings.

Information & Communications Technology 2010 saw major developments in the ICT infrastructure of the College; these will continue in 2011 and include: • Establishment of the new LAN centre with dedicated server room and technical workspace. • Construction of a College-wide wireless network – currently under testing. • Network improvements in structure, capacity, security and reliability. Most College servers now have solid state hard drives, there is optic fibre backbone to 15 distribution cabinets around the College and the server room has independent and protected power supply. • Upgrade of College internet capacity. • Installation of computers provided under the federal government NSSCF program.

Capital Works The Building Education Revolution (BER) Primary Schools for the 21st Century Project was completed successfully and officially opened at the end of 2010. This allowed the College to extend its Library, Gymnasium, Learning Centre and Administration Buildings. It also allowed for the construction of two shade structures, landscaping and signage to the entrance of the College.

The extension to our facilities has been well received and has significantly improved the educational capabilities of the College. We would like to thank the Federal Government for its generous contribution and Renew Constructions for their commitment to producing the project on time and budget.

A special thanks to Peter Lyall & Associates for their ‘can do’ attitude and willingness to provide plans and permits within the timelines provided by the Federal Government as, without this, the project would have not proceeded. Page | 36

Other College funded capital projects undertaken included; • Installation of reverse cycle split systems air-conditioners • Extension to staff room accommodating 20-30 more staff members • Construction of an additional 24 staff car parks opposite the windmills • Security system upgrade.

The Property and Grounds Department has in place a cyclical maintenance program which includes the inspection of all essential services such as fire safety equipment, air-conditioning, emergency lighting, exit lighting, paths of travel and exit doors.

Other areas that are considered an important part of cyclical maintenance include the test and tagging of all electrical appliances, thermal scanning of all switchboards, testing of fume cupboards, chemical waste disposal and annual inspections of trees by qualified arborists.

Our maintenance program also extends to the preventative maintenance of buildings and College grounds which include regular inspection of external timber work, decking, water tanks, playgrounds, irrigation systems and other minor internal audits.

The property department will continue to work closely with the college architect on future college projects in order to provide students and staff with sustainable facilities that will be not only user friendly but environmentally friendly. We will also continue with the installation of civil infrastructure in and around the college grounds further improving college aesthetics.

Planned projects for 2011 include: • Sealing of gravel paths and installation of extra seating around the College grounds • Maintenance workshop extension • Upgrade to the College phone system

We will review our strategies to maintenance, service and capital expenditure to ensure that we are providing state of the art facilities which are sustainable and maintained to the highest quality.

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